Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
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PAGE 157<br />
Klaar (1999) notes that social <strong>and</strong> healthcare pr<strong>of</strong>essi<strong>on</strong>als can make<br />
assumpti<strong>on</strong>s about a pers<strong>on</strong>’s underst<strong>and</strong>ing, which can lead to<br />
c<strong>on</strong>fusi<strong>on</strong>. In <strong>on</strong>e example provided from the literature, a GP referred<br />
to a ‘normal’ labour, when discussing the possibility <strong>of</strong> the woman with<br />
intellectual disability in questi<strong>on</strong> having to undergo a Caesarean Secti<strong>on</strong>.<br />
The woman <strong>and</strong> her partner latched <strong>on</strong>to the word ‘normal’ <strong>and</strong> thought<br />
that that meant easier. The GP had assumed that what a ‘normal’ labour<br />
involved was comm<strong>on</strong> knowledge (Klaar, 1999). This highlights the<br />
importance <strong>of</strong> clear communicati<strong>on</strong> <strong>and</strong> the benefit <strong>of</strong> a woman having<br />
support when attending appointments.<br />
Support to People with an Intellectual Disability who are<br />
<strong>Accessible</strong><br />
<strong>and</strong> <strong>Appropriate</strong> <strong>of</strong> Provisi<strong>on</strong> <strong>on</strong> <str<strong>on</strong>g>Review</str<strong>on</strong>g> <str<strong>on</strong>g>Literature</str<strong>on</strong>g><br />
Experiencing Crisis Pregnancy<br />
Dots<strong>on</strong> et al. (2003) observed that it is important not to address questi<strong>on</strong>s<br />
<strong>and</strong> give informati<strong>on</strong> solely to accompanying parents or caregivers but to<br />
instead speak directly to the patient (Dots<strong>on</strong> et al., 2003).<br />
4.8.4 Early identificati<strong>on</strong> <strong>of</strong> needs<br />
In the UK, good practice guidance <strong>on</strong> working with parents with learning<br />
disabilities (DH <strong>and</strong> DfES, 2007) recommends that identificati<strong>on</strong> <strong>of</strong><br />
needs should start when pregnancy is c<strong>on</strong>firmed <strong>and</strong> that procedures,<br />
criteria <strong>and</strong> pathways should be c<strong>on</strong>firmed between maternity services<br />
<strong>and</strong> children’s <strong>and</strong> adults’ social care. The authors note that early<br />
assessments <strong>of</strong> support needed to look after a new baby will help to<br />
prevent avoidable difficulties arising.<br />
Tarlet<strong>on</strong> et al. (2006) also recommend that if adults with learning<br />
difficulties decide to become parents, then c<strong>on</strong>tact with maternity<br />
services should occur as early as possible. In this study in the UK,<br />
pr<strong>of</strong>essi<strong>on</strong>als supporting parents with learning difficulties suggested that<br />
pro-active <strong>on</strong>e-to-<strong>on</strong>e work with parents should begin in the sixteenth<br />
week <strong>of</strong> pregnancy, with the community nurse supporting parents to<br />
underst<strong>and</strong> the informati<strong>on</strong> provided by the midwife <strong>and</strong> to develop the<br />
required baby-care <strong>and</strong> other skills.<br />
Meanwhile, Rogers (1997) has stated that early referral to the necessary<br />
support services is crucial, particularly for women who have been<br />
sexually abused or for women who have a history <strong>of</strong> poor parenting, with<br />
no positive parenting role model in their lives.